T1 112012028 Full text

i

THE VOCABULARY PROFILE OF THE STUDENTS’ THESES

AT THE ENGLISH LANGUAGE EDUCATION PROGRAM

THESIS

Submitted in Partial Fulfillment

Of the Requirement for the Degree of

SarjanaPendidikan

Nova Suciyanti

112012028

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

ii

THE VOCABULARY PROFILE OF THE STUDENTS’ THESES

AT THE ENGLISH LANGUAGE EDUCATION PROGRAM

THESIS

Submitted in Partial Fulfillment

Of the Requirement for the Degree of

SarjanaPendidikan

Nova Suciyanti

112012028

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

vii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any

course or accepted for the fulfilment of any degree or diploma in any university. To

the best of my knowledge and belief, this contains no material previously published

or written by any other expect where due references is made in the text.

Copyright@ 2016. Nova Suciyanti and Prof. Dr.GustiAstika, M. A.

All rights reserved. No part of this thesis may be reproduced by any means without

the permission of at least one of the copyright owners or the English Language

Education Program, Faculty of Language and Literature, SatyaWacana Christian

University, Salatiga.

1

THE VOCABULARY PROFILE OF THE STUDENTS’ THESES

AT THE ENGLISH LANGUAGE EDUCATION PROGRAM

Nova Suciyanti

Satya Wacana Christian University

ABSTRACT

Vocabulary is an important part in any language. Therefore,

as a foreign language in Indonesia, English vocabulary should be

taught to the students. The aim of this study was to profile the

vocabulary of students’ theses at Engl

ish Language Education

Program at the Faculty of Language and Literature, Satya Wacana

Christian University. Based on the purpose, the descriptive method

was used and five the theses completed by the students of 2007,

2008, 2009, 2010, and 2011 at the English Language Education

Program at Faculty of Language and Literature. The data for this

study were collected from Repository.uksw.edu

.

The data were

analyzed through a computer program

Vocabprofiler

. The

revealedfour results; (1) the frequency of K-1 was 78.31%, K-2

was 6.42%, AWL was 8.44%; (2) the negative vocabulary profile

of the students’ theses was 35.27% in K

-1, 78.87% in K-2, and

49.74% in AWL; (3) block frequency output of off-list words; (4)

the comparison of vocabulary frequen

cy levels of the students’

these

s with significant differences AWL between student’ t

hesis of

2008 and student’ thesis 2009.

Key words: vocabulary, vocabulary profile, Academic Word List

INTRODUCTION

Thesis writing is one of a requirement for the students in SatyaWacana

Christian University to pass their degree program to get the Sarjana degree. This also

applies to the students who take English Language Education Program

(ELEP)atFacultyof Language and Literature, Satya Wacana Christian University. A

thesis consists of an argument or a series of arguments that combined with

2

descriptions and discussions of research that students have undertaken (Viete,

Chowdhury, Podorova, Barnes, & March, 2014). In ELEP, the students write theses

on current issues about the problems in teaching English as a foreign language. The

students should conduct the research based on the topic that they determine with a

general topic such as teaching, linguistics or literature. As the requirement before the

students finish the study, writing a theses is not easy. The students need much time to

finish it and very often they have difficulties during the writing of the theses.

There are several difficulties in a writing of theses. According to Wenkang

(2004) the difficulties of

the students’ experienced i

n theses writing depend on

whether the students acquired any knowledge or skills to complete their theses. The

difficulties in writing theses may relate to the sources, literature review, and the

previous study not relevant according to the supervisor’s view. In this case, the

students and the supervisors may have differe

nt view toward the students’ topic.

Besides, the students should understand the meaning of the sources and understand

the contents of the articles or journal that they read. Furthermore, unfamiliar words in

a journal sources can make the students unable to understand the contents of text. In

other hand, the difficulty in writing theses is generally about grammatical structure.

In addition, word choice also becomes difficulties during writing the theses.

Therefore, the knowledge of vocabulary is an important aspect during writing theses.

The purpose of this research is to profile the vocabulary used in the students’

3

vocabulary profile of the students’ theses at English Languag

e Education Program at

Faculty of Language and Literature, Satya Wacana Christian University?

’

The

significance of this profiling is for the students and teacher. For the students, the

findings could increase their vocabulary knowledge especially academic vocabulary

supposed to understand the meaning of some sources while writing thesis. For the

teacher, the findings could be used as references to teach the vocabulary to the

students in theses writing.

LITERATURE REVIEW

In this Literature review I will start by explaining vocabulary in writing,

vocabulary in academic writing, developing vocabulary knowledge, vocabulary

profile as a tool to analyse vocabulary, the use of vocabulary profile, and previous

studies about vocabulary profile.

Vocabulary in writing

Vocabulary is an important part in any language. In other words, vocabulary

is a central part of a language (Coxhead, 2006). Vocabulary is a significant predictor

of overall reading comprehension (Baumann, Kame ’enui,

& Ash, 2003, cited in

Fisher & Frey, 2014) and student performance (Stahl & Fairbanks, 1986, cited in

Fisher & Frey, 2014). In other words, vocabulary is part of complex network of

knowledge that draws on students’ understanding of the alphabetic, syntax, and

4

the vocabulary well, so that they can communicate in a wide variety of circumstances

(Coxhead, 2006).Without vocabulary, the language does not have meaning and

purpose.

Word is part of vocabulary that should understand during writing. Before

using specific vocabulary, students need to understand the meaning of the words

(Coxhead, 2006). In other hand, wordsthatconsidered as the basic vocabulary is called

high-frequency vocabulary, which appear more frequently than the others (Coxhead,

2006). Besides, there are many aspects of a word that students need to know. Based

on Coxhead (2006) those aspects are meaning, pronunciation, grammar, word

families, and collocation. In addition, understanding vocabulary is very important in

writing. If the students have lack understanding about vocabulary, it will make them

have difficulties to improve their writing.

This is a way to help the students who have lack of vocabulary knowledge

used in writing.According to Nation (1990) stated the things that the students need to

do to help them when they lack vocabulary in writing are using spelling and sound

pattern, using vocabulary in sentences, using reading to help writing, using a

dictionary, and using schematically related vocabulary. In addition, the second

language learners can increase their vocabulary by around 1000 words a year to

match native speakers’ vocabulary growth. So, students should understand all aspects

5

Vocabulary in academic writing

Understanding academic vocabulary is important to develop academic

writing. Coxhead (2006) stated that there are several key reasons why academic

vocabulary is important to learners. To be successful at university, the students need

to be able to show that they can read, understand and respond clearly in writing using

academic language and concepts. In academic writing, students need to develop

academic writing skills, especially in college-level. Therefore, writing programs

should have a clear picture of the types of writing and written discourse expected of

the students. Students should dedicate time and resources to procedure written

academic discourse and text during their degree program (Hinkel, 2004). Students

need to recognise and use words that occur regularly in academic texts.

Vocabulary is a very important part of literacy. Students will meet general

academic words regularly in their academic reading, and these words occur in wide

variety of subject areas. In this case the students have to struggle to face the

difficulties through the vocabulary of content area learning (Carnegic Council on

Advancing Adoleseent Literacy, 2010, cited in Flanigan, Templeton & Hayes, 2012).

Academic writingassignment can help students to develop their writing.

According to Hinkel (2004) the most important characteristic of academic writing are

demonstrating command of standard written English (grammar, phrasing, effective

sentence structure, spelling, and punctuation). Besides, Hinkel (2004) also stated that

6

the most common written academic assignment and tasks are major writing

assignments, medium-length essays and short written tasks, and English composition

writing tasks. Furthermore, there are several types of writing for the assignment

in-class or out-of-in-class, such as exposition, cause-effect interpretation, in-classification,

comparison/contrast, analysis, and argumentation (Hinkel, 2004). Through the

assignment that the students get in writing class, they will develop their knowledge

about the academic words in academic writing. It also makes them easier to write text

with academic purposes to make the students more focus to the meaning of words in

writing.

Developing vocabulary knowledge

There are several ways to develop vocabulary knowledge. The first one is

reading. According to Nation (1990) the students of English as a foreign language

usually begin their reading with specially simplified texts. He also stated that the

learners who lack vocabulary should read the texts through vocabulary exercises,

learning word in isolation, simplified reading, intensive reading of un-simplified

texts, and semantic mapping. In addition, there areapproaches in reading such as

purposeful reading, scanning, skimming, information word, phrase reading, analytical

reading, marking the text, note-taking, managing vocabulary, and reading with others.

Using the approaches in reading, the students will be able to understand the meaning

and the purposes of the text. During reading, the students can master 2000 to 3000

words of general useful words in English. It wise to direct the

student’s

vocabulary

7

learning in more specific area through learning shared vocabulary of several fields of

(Nation, 1990).

Writing is another way to improve vocabulary knowledge. First of all

introducing vocabulary as well as in the structured language practice activities that

can develop sentences to become structured language practice is neededbefore

students come up to the lesson (Donnelly & Roe, 2010). There are two sets to

develop sentences frame. The first set is using familiar vocabulary before writing

lesson with the students who may not be familiar with the English language necessary

to express compare/contrast statement. The second set is use the main lesson and

merge of the academic language that selected from the text (Donnelly & Roe, 2010).

The third way to develop vocabulary knowledge is speaking. Through

communication skill in speaking can influence developing vocabulary by

understanding the meaning of words when communicate. By being exposed the

situations where the emphasis is using the speaker on resources for communicating

meaning as efficiently and economically as possible (Littlewood, 2006). So, the

speaker makes conscious decisions about the message that the speaker wants to

convey. In addition, Luoma (2004) stated that the most important point to remember

from the linguistic description of spoken language is the special nature of spoken

grammar and spoken vocabulary. Therefore, by choosing words and vocabulary in

communicating with each other, the topic or issue were delivered and become the

vocabulary learning to develop the vocabulary knowledge.

8

The fourth way to develop vocabulary knowledge is listening. Listening has

close connection with speaking. According to Buck (2001) listening is the result of an

interaction between information sources are details of the context, general world

knowledge, and so forth. The listeners use whatever information available, or

whatever information seems relevant to help the listener interpret what the speaker is

saying. Through listening what the speaker says, the students can devise the meaning

of the statement that the speake

rs’ speak.

To develop the vocabulary knowledge,

reading, speaking, and listening have definite connection.

Vocabulary Profiler as a tool to analyse vocabulary

Vocabulary profiler is a tool used to analyse vocabulary profile in a text. The

vocabulary profiler categorizes word into 1000 most frequency word families (K1),

2

nd

1000 most frequency word families (K2), the Academic Word List (AWL), and

off list word. With the categories, the students know what vocabulary they should

learn. Besides, the categories of words would benefit teachers what words to teach to

the students.

The vocabulary profiler is very useful in language education. With the

categories of vocabulary profile, the teachers and the students are more directed when

teaching and learning vocabulary.According to Coxhead (2006),based on the

computer program have known some word appear frequently than others. So, there

are the ones should try to teach first or choosing the high-frequency to work on in

classroom or highlighting words in passage or focusing in writing.From this vocab

9

profiler analysis, teachers can choose which one the suitable vocabulary to teach

accordance with the level of students. In addition,by a vocabulary profile, it is meant

that the frequency of each vocabulary item is to calculate from a reference amount

covering the language variety of the target situation (Yoon, Bhat, &Zechner, 2012).

In other hand, the vocabulary profile can be the reference to help the students increase

their vocabulary knowledge. Moreover, vocabulary profiles offer good potential as

predictors of the academic performance of TESL students if used in conjunction with

more traditional forms of entrance assessment, such as interviews, academic records,

and tests of grammatical knowledge (Morris & Cobb, 2003).

Previous Studies

The

previous study conducted byTrifosa (2014) entitled ‘

Vocabulary Profile

of IC (Integrated Course) Books Used in English Teacher Education Program of

SatyaWacana Chri

stian University’

had examined the vocabulary profile of IC

(Integrated Course) books used in English Language Education Program,

SatyaWacana Christian University to help the lectures during teaching, especially

teaching vocabulary. IC books contain kinds of materials and exercises like reading,

writing, etc. This research had result, the average of K-1 in book 1 was 81.46% and in

book 2 was 83.93%, K-2 in book 1 was 7.54% and in book 2 was 7.12%. The AWL

in book 1 was 2.1% and in book 2 was 1.72%. The Off-List Word in book 1 was

8.94% and book 2 was 7.11%. This result could conclude that the information on

vocabulary profile was important to help the lectures in checking material that would

10

be given to the students and good to help the lectures in giving appropriate

vocabulary exercises, assignment, and any other activities by knowing the difficulty

level of the vocabulary.

The other the previous study conducted by Ardyny (2014) entitled

‘

Vocabulary Profile of Introduction to Language Education Textbook

’

. This study

had purpose to identify the vocabulary profile of material in the Introduction to

Language Education course.The result of this study showed 80.81% of the course

book was understandable for university level while the rest of 19.19% was need much

effort to comprehend; unit 1 of the course book could be relatively easy to

comprehend because it had the highest proportion of 1000 word list (K1) and the

lowest proportion of Academic Word List (AWL), while unit 5 could be hard to

comprehend because of its lowest proportion of K1 and its highest proportion of

AWL; (3) unit 7 did not show the contrastive result of K1 and AWL however it still

concluded as unit which was hard to comprehend. From this study could conclude

that teachers should be more aware with the words contained in the course book so

that they can decide the choice of words in creating materials for the students.In my

study will conduct the study of vocabulary profile of the students’ thesis that has not

been researched before, especially at English Education Program at the Faculty of

Language and Literature, Satya Wacana Christian University.

11

THE STUDY

Context of the study

The study took place at the Faculty of Language and Literature (FLL), Satya

Wacana Christian University (SWCU). To be specific, the study took place in the

university library where the completed students’ theses

that got Sarjana Degree that

have been stored.

Method of the research

This study used a descriptive method to analyse the data. According to Rivera

(2007), descriptive method is used to discover the facts which involve description,

recording, analysis, and interpretation of the data. In this study, I described the

vocabulary by profile of the ELEP

students’ theses.

Samples

The samples for this study were selected from the theses completed by the

students of 2007, 2008, 2009, 2010, and 2011 academic years. This was 1 thesis

selected randomly from each group. So, in this study, I analysed 5 complete theses by

the students. All fields in the theses completed by the students of 2007, 2008, 2009,

2010, and 2011 were selected.

Research Instrument

This study used the vocabulary profiler as a tool to analyse the vocabulary in the

theses. The vocabulary profiler was used to measure the proportion of low-frequency

12

vs high-

frequency words in the students’ theses by means of the computer program

Vocabprofile

. According to Bardel & Lindqvist(2011), the vocabulary profile will

contain K1 words (1-1000), K2 words (1001-2000), Academic Words List (AWL),

and Off-List words. This study used the vocabulary profiler as a tool to analyse the

vocabulary in the theses with four categories of frequencies.

Data Collection Procedure

Selecting the students’ theses was the first step to collect the dat

a. I went to the

library and asked the librarian to get permission to borrow the soft file of the theses.

The data were collected from library’s website (

Repository.uksw.edu

). The completed

theses of the students were stored in

Repository.uksw.edu

. The theses of 2007, 2008,

2009, 2010, and 2011 academic years were selected and downloaded randomly from

this website. After that, I copied all the contents of the students’ theses from PDF file

to the document file. The analysis started from introduction up to conclusion without

name of person, name of place, number and punctuation.

Data Analysis

To analyse the data, I used the computer program available at

www.lextutor.ca/vp

.

The first step was to open

www.lextutor.ca/vp

then chose

vocabprofile

. The next step

was to select VP classic. The next step was to copy the soft file of the students’ theses

which had been saved in Microsoft WordDocument. The next step was to select

13

FINDINGS AND DISCUSSION

The first part of this section presents the overall vocabulary profile of the

students’ theses

showing the proportions of the vocabulary frequency classifications.

The second part shows the negative vocabulary profiles of K-1, K-2, K-3 (AWL) with

lists of the vocabulary items that were not found in t

he students’ theses

. The last part

of this section shows the comparison of the

students’ theses

with regard to the

vocabulary items that were shared and unique in each of the

students’ theses

. The

comparison also shows the token recycling index that provides information about an

estimate of t

he students’

theses comprehensibility.

A.

Over A

ll Vocabulary Profile on the students’ theses

Table 1. Overall vocabulary profile of the students’ theses

FAMILIES

TYPES

TOKENS

CUMULATIVE

K-1

WORDS

630

54.83%

1217

45.89%

23607

78.31%

78.31%

K-2

WORDS

230

20.02%

378

14.25%

1935

6.42%

84.73%

AWL

289

25.15%

540

20.36%

2543

8.44%

93.17%

OFF-LIST

?

517

19.50%

2061

6.84%

100%

TOTAL

1149+?

2652

100%

30146

100%

14

As shown in Table 1, the first row shows three terms;

family

,

type

and token.

Word family

is head word, for example: the family or head word of

classification

and

classified

is

classify

.

Type

is different words, for example:

modality

and

capability

are

different words. While

classification,classified

,

classifying

are considered as the same

type

.

Token

is words in a text; the total number of words in a text. For example, if in a

text there are

classify

[2],

describe

[6],

development

[3], and

studying

[5], the number

of token is 16.

Table 1 shows the most frequently used 1000 words group or K-1 was

78.31%, more than two-third of the vocabulary used in

the students’ theses

. With the

additional K-2 word coverage (6.42%) the cumulative percentage of the word

coverage was 84.73%. This is below a good estimate for good comprehension of

reading theses. According to Hirsch (2003), an understanding of 90-95% of the words

is necessary for good comprehension. Based on the data in Table 1, this word

knowledge band should include knowledge of academic words as much as 8.44%.

Academic words are those words which are commonly used in academic texts. We

need to question whether the proportion the academic words that amounted to 2543

words used in the students’theses is sufficient for thesis writing. Another point that is

worth considering is the number of off-list words that reached 30146 words.

Although this off-list category is excluded from the frequency list and may occur

infrequently (low frequency words), it may have words that students’need for writing

15

make a selection for useful words in this category. According toLaufer in Alderson

(2007) students need at least all the 3,000 level words to write for academic purpose.

B.

Negative vocabulary profiles of the students’ theses

The second section present the description of negative vocabulary profiles of

the students’ theses. Negative vocabulary is vocabulary items that are not found in the

students’ theses. These missing words are derived from differences of words in the

New General

Word List and words in the students’ theses used in this study. The list

of negative K-1 words below is useful for students in selecting vocabulary items that

they may find useful for these writing. From this list, the teachers may see on the

negative VP to teach appropriate vocabulary to the students except the vocabulary

that occur in the vocabulary profile.

Negative VP of K-1

These following analysis shows all the word families (=head words) from the

K-

1 level that were not found in the students’ these

s. The summary of negative

vocabulary profile for K-1 level is presented below.

K-1 Total word families: 964

K-1 families in input:

625 (64.83%)

K-1 families not in input: 340 (35.27%)

These percentages do not refer to tokens or number of words in the students’ theses

16

of word families were found in the students’ theses, which means, as much as 35.27%

of wor

d families were ‘missing’ or not found based on the words listed in Ne

w

General Service List (NGSL). The followings are some of the word families that are

not found in the input students’ theses. The complete word list has been put in

Appendix A

ACCOUNTABLE

ACROSS

ACTOR

ACTRESS

AFFAIR

AGAINST

AGENT

AGO

ANCIENT

ARISE

ARM

ARMY

ARRIVE

ATTACK

BALL

BANK

BAR

BATTLE

BEAUTY

BED

BEHIND

BENEATH

BILL

BLACK

BLOW

BOAT

BOY

BRANCH

BRIDGE

BRIGHT

BUSINESS

BROAD

BURN

BUY

CAPITAL

CAR

CASTLE

CATCH

CHIEF

CHURCH

ETC…….

Negative VP of K-2

This analysis shows all the word families (=head words) from the K-2 level

that were not found in the input texts.

17

K-2 Total word families: 986

K-2 families in input:

229 (23.23%)

K-2 families not in input: 758 (78.87%)

These percentages do not focus on

tokens or number of words in the students’ theses

but rather number of word families. As shown in the summary, as much as 23.23% of

word families were found in the students’ theses, which means, as much as 78.87%

of

word families were ‘missing’ or not foun

d based on the words listed. The followings

are some of the word families (K-

2) that were not found in the students’ theses. The

complete word list has been put in Appendix B.

ABROAD

ABSENCE

ABSENT

ABSOLUTE

ABSOLUTELY

ACCIDENT

ACCUSE

ACCUSTOM

ACHE

ADMIRE

ADVERTISE

AEROPLANE

AFFORD

AFTERNOON

AHEAD

AIRPLANE

ALIKE

ALIVE

ALOUD

ALTOGETHER

AMBITION

AMUSE

ANGLE

ANXIETY

APPLAUD

APOLOGIZE

APOLOGY

APPLAUSE

APPLE

APPROVE

ARCH

ARREST

18

Negative VP of K-3 or AWL

This analysis shows all the word families (=head words) from the K-3 level

that were not found in the input students’ theses. These percentages do not refer to

tokens or number of words in the students’ theses texts but rather number of word

families. As can be seen the summary, as much as 50.44% of word families were

found in the students’ theses texts, which means, as much as 49.74% of word families

were ‘missing’ or not found based on the words listed in N

ew General Service List

(NGSL).

K-3 Total word families: 569

K-3 families in input:

287 (50.44%)

K-3 families not in input: 283 (49.74%)

The followings are some of the word families that were not found in the input text.

The complete word list has been put in Appendix C.

ABANDON

ADJACENT

ADMINISTRATE

ADVOCATE

AGGREGATE

AID

APPRECIATE

ARBITRARY

ASSEMBLE

ASSESS

ASSIST

ASSURE

AUTOMATE

BEHALF

BIAS

BOND

BRIEF

BULK

CIVIL

CLASSIC

CLAUSE

COHERENT

COINCIDE

COLLAPSE

19

ALBEIT

ALLOCATE

AMEND

ANNUAL

ATTACH

ATTAIN

AUTHOR

AUTHORITY

CAPACITY

CEASE

CHANNEL

CHEMICAL

COMMENCE

COMMISSION

COMMIT

COMMODITY

ETC…………..

These academic words families may contain techical words that students need in

writing theses. By learning

the ‘missing’

AWL the students can develop their

vocabulary, especially for academic purposes. According to Kinsella (2006) these

academic words are likely to be useful for theses students.

The knowledge about AWL will help the students in academic studies.

According to Coxhead (1998) knowledge of academic vocabulary is vital for students

studying English as a foregn language, particularly writing.Academic words are the

important words used in writing which have academic pupose.So, the AWL is the

most important words that used in writing which have academic pupose, especialy in

writing thesis.

C.

Block frequency output of off-list words.

The following words fall under the category of ‘Off

-

list’; words not listed

under any three frequency categories. Using the tool in the Vocabulary Profiler, these

words have been frequency-blocked per ten words and have been arranged from high

20

to low frequency. This list of words may provide supervisors with useful information

as to what words are necessary fortheses students. In other words, supervisors may

select words from the list that are relevant to guide theses students at the faculty.

Below is the l

ist of ‘Off

-

list’ words, with 2061 tokens and 517 types. Note that

RANK

is ranking of word,

FREQ

is frequency of word occurrence,

COVERAGE

is the

percentage of word occurrences, individual or cumulative, and the last column is the

vocabulary item/word. The complete list of blocked frequency has been put in

Appendix D.

Table 2. Block frequency output of off-list words

RANK FREQ

COVERAGE

individ cumulative

WORD

1.

158

7.67%

7.67%

FEEDBACK

2.

93

4.51%

12.18%

CLASSROOM

3.

91

4.42%

16.60%

MODAL

4.

87

4.22%

20.82%

TRANSLATOR

5.

80

3.88%

24.70%

INDONESIAN

6.

62

3.01%

27.71%

ORAL

7.

55

2.67%

30.38%

COMICS

8.

54

2.62%

33.00%

COMIC

9.

38

1.84%

34.84%

INTERVIEW

10.

34

1.65%

36.49%

MODULATION

11.

33

1.60%

38.09%

EXCERPT

12.

26

1.26%

39.35%

RECAST

21

14.

21

1.02%

41.39%

MODALS

15.

19

0.92%

42.31%

INDONESIA

16.

18

0.87%

43.18%

COUPLETS

17.

18

0.87%

44.05%

LITERAL

18.

17

0.82%

44.87%

JUNIOR

19.

15

0.73%

45.60%

DISCOURAGED

20.

15

0.73%

46.33%

SYNONYMY

D.

Comparison of Vocabulary frequency levels of the students’ theses

Table 3 below compares the frequency of K-1, K-2, AWL, and Off-list among

the students’ theses texts. It provides a general picture of the extent to which the

s

tudents’ theses

differed with regards to their frequency groups.

Table 3. Comparison of word frequency

levels of students’ theses

K-1 Words

%

K-2 Words

%

AWL

%

Off-List

%

Angkatan 2007

Cumulative %

76.77

76.77

7.12

83.89

9.84

93.73

6.27

100

Angkatan 2008

Cumulative %

88,12

88.12

4.36

92.48

4.24

96.72

3.28

100

Angkatan 2009

Cumulative %

80.46

80.46

3.85

84.31

10.47

94.78

5.22

100

Angkatan 2010

Cumulative %

75.64

75.64

5.82

81.46

9.05

90.51

9.49

100

Angkatan 2011

Cumulative %

71.72

71.72

9.46

81.18

9.37

90.55

9.45

100

22

As displayed in the Table 3, it appears that in general, the differences of K-1,

K-2, AWL, and Off-

list words among the students’ theses were not very significant

as the differences were very small between the students of 2007, 2008, 2009, 2010,

and 2011 academic years. The differences of Academic Word List (AWL) were very

significant between the students’ theses of 2008 academic years (4.24%) and the

students’ theses of 2009 academic years (10.47%). Whereas, students’ theses of 2007

(9.84%), 2010 (9.05%), and 2011 (9.37%) have relatively similar proportion of

Academic Word List (AWL). However, if we consider the inclusion of AWL groups

in writing theses, we should expect that the students should master AWL words

because those words are commonly used in academic texts such as theses.

Text comparison of the studen

ts’ theses

Comparison of students’ theses 2008 and students’ theses 2009

The

comparison is between students’ 2008 thesis and 2009 thesis based on

differences of Academic Words List (AWL) used. The analysis of comparison shows

that the token recycling index was 83.88%, indicating that as much as 83.88% of

words in the students’ theses of 2008 academic years and the students’ theses of 2009

academic years were similar (shared). Thus, new or unique words in students’ theses

of 2008 and 2009 academic years were 53.72% (families recycling index). The shared

as well as unique words are displayed in the Table 4 below. The figure next to a word

is the occurrences or frequency of that word in the students’ theses.

The complete

table has been put in Appendix E.

23

Table 3. Shared and Unique words students’ theses of 2008

academic years and

students’ theses of 2009.

TOKEN Recycling Index: (4782 repeated tokens: 5701 tokens in new text) = 83.88%

FAMILIES Recycling Index: (375 repeated families: 698 families in new text) =

53.72%

Unique to first 690 tokens 249 families

Shared 4782 tokens 375 families

Unique to second 919 tokens

323 families 001. joke 26

002. encourage 17 003. easy 15 004. you 15 005. avoid 14 006. check 14 007. difficult 14 008. repeat 14 009. comprehend 13 010. direct 13 011. talk 13 012. clear 12 013. sentence 12 014. silence 12 015. praise 9 016. correct 8 017. deal 8 018. try 8 019. utter 8 020. exercise 7 021. fast 7 022. play 7 023. rule 7

001. the 437 002. be 248 003. in 194 004. to 183 005. this 159 006. of 139 007. and 138 008. student 133 009. learn 122 010. they 102 011. english 94 012. a 92

013. room 74 014. have 59 015. teach 58 016. as 52 017. with 51 018. it 49 019. i 47 020. for 46

021. participant 43 022. relation 40 023. not 34

Freqfirst (then alpha) 001. factor 47 002. external 36 003. size 30 004. between 23 005. group 19 006. affect 18 007. facility 17 008. style 17 009. discourage 16 010. club 14

011. expose 14 012. multimedia 13 013. length 12 014. mutual 12 015. peer 12 016. quality 11 017. internal 10 018. video 10 019. small 9 020. space 9 021. students’ 9

Same list Alpha first 001. : 1

002. academy 3 003. access 5 004. accommodate 2 005. achieve 5 006. act 1 007. adequate 4

008. administration 1 009. advantage 2 010. affect 18 011. age 4 012. air 2

013. alertness 6 014. alternative 1 015. ambiguous 1 016. amount 3 017. ample 2 018. appeal 1 019. approach 2 020. appropriate 4 021. aptitude 3

24

024. confidence 6 025. express 6 026. might 6 027. role 6 028. world 6 029. command 5 030. front 5 031. hate 5 032. note 5 033. now 5 034. sure 5 035. tend 5

024. study 28 025. practise 27 026. about 26 027. from 26 028. interview 26 029. on 26

030. which 26 031. by 25

032. environment 25 033. language 25 034. time 25 035. what 25

022. indicate 8 023. individual 8 024. interest 8 025. conflict 7 026. specific 7 027. alertness 6 028. atmosphere 6 029. enjoy 6 030. every 6 031. member 6 032. respect 6 033. access 5 034. achieve 5 035. clean 5

022. argue 2 023. arsenic 1 024. asbestos 1 025. assume 1 026. atmosphere 6 027. attribute 1 028. average 1 029. balance 1 030. begin 2 031. between 23 032. beyond 1 033. big 2 034. bit 1 035. blame 2

As shown in Table 4, it appears the unique words in the student thesis of 2008 as the

first text with 690 tokens and 249 words. In the second column shows the shared

word in both the student thesis of 2008 and the student thesis of 2009. This shared

have 4782 tokens and 375 families words. The last column appears the unique to

second (the student thesis 2009) in 919 tokens and 323 families. In addition, in this

table also shows the same list words of both the student thesis 2008 and the student

thesis 2009.

CONCLUSION

This study

aims to identify the vocabulary profile of the students’ theses at

English Language Education Program at Faculty of Language and Literature,

SatyaWacana Christian University. This study shows list of vocabulary in the

25

students’ theses and to produce the token(word) recycling index of the students’

theses. The

vocabprofile

of the students’ theses shows percentages of the frequency

groups; 78.31% in K-1; 6.42% (K-2); 8.44% (AWL); and 6.84% (Off-Listword). The

second finding was about the negative vocabulary profiles in the

students’ theses

35.27% of K-1; 78.87% of K-2; and 49.74% of AWL group that families not in input.

This study also has shown the comparison of AWL

between the students’ theses of

2007, 2008, 2009, 2010, and 2011 academic years with 9.84% in the student thesis of

2007; 4.24% in the student thesis of 2008; 10.47% in the student thesis of 2009;

9.05% in the student thesis of 2010; and 9.37 in the student thesis of 2011.

This study has produced results that indicate the vocabulary profile that focus

on frequency classification of K-1 and K-

2 words used in the students’ theses

negative VP profiles, AWL families, and the block frequency output of off-list words.

From this result, it can help students to improve their vocabulary knowledge.

Therefore, this result becomes the reference for the teacher to suggest vocabulary

used in thesis. However, in the teaching vocabulary, teacher does not only focus on

vocabulary that appears in K-1 and K-2, but also pay attention to the vocabulary that

appears in negative VP and off-list word.

This study is far from perfect. There are some limitations in this research.

First, the findings of this study are very contextual of vocabulary. The result gives

more specific categories of vocabulary based on vocabulary profiler analysis. The

26

context of vocabulary profile. Last, this research only focuses on the vocabulary

profile of the student

s’ theses. For further study, it suggested to con

duct a research on

the N-Gram Phrase Extractor of vocabulary used in the

students’ theses

that pull out

the recurring word strings up to and including the length of words’ specify

that have

not conduct in English Language Education Program yet.

27

REFERENCES

Alderson, J. C.,& Bachman, L.F.(Eds.). (2001).

Assesing Listening.

Cambridge:

Cambridge University Press.

Alderson, J.C.,& Bachman, L.F.(Eds.). (2004).

Assesing Speaking.

Cambridge:

Cambridge University Press.

Alderson, J.C. (2007).

Judging the Frequencyof English Words

. Oxford: Oxford

University Press.

Ardyny, A. D. K. (2014).

Vocabulary Profile of Introduction to Language Education

Textbooks

. Retrieved from Universitas Kristen Satya Wacana Institutional

Repository website: Repository.uksw.edu

Ayu, B. R. (2013).

The Use Indonesian in Teaching English at SMA 3 Salatiga

.

Retrieved from Universitas Kristen Satya Wacana Institutional Repository

website: Repository.uksw.edu

Bardel, C. & Lindqvist, C. (2011). Developing a lexical profiler for spoken French L2

and Italian L2.

EUROSLY Yearbook, 11,

75-93.

Byrd, P., Ried, J.M.,&Schuemann, C.M. (Eds.). (2006).

Essentials of Teaching

Academic Vocabulary.

Patricia A. Coryell.

Chandrasekhar, R. (2008). How to Write a Theses: A Working Guide.

35 Stirling

Highwa: Crawley, WA 6009

, 1-19.

28

Donnelly, W.B. & Roe, C.J.(2010). Using Sentence Frames to Develop Academic

Vocabulary for English Learners.

The Reading Teacher, 64(2)

, 131-136.

Flanigan, S. T. K. (2012). What’s in a Word? Using Content Vocabulary to Generate

Growth in General Academic Vocabulary Knowledge.

Journal of Adolescent

& Adult Literacy, 56(2)

, 132-140.

Frey, D. F. (2014). Content Area Vocabulary Learning.

The Reading Teacher, 67

(8),

594-599.

Hinkel, E. (2004).

Teaching Academic ESI Writing: Practical Techniques in

Vocabulary and Grammar.

Lawrence Erlbaum Associates.

Hirsch, E.D.Jr. (2003): Reading Comprehension Requires Knowledge of Words and

the World: Scientific Insights into the Fourth-

Grade Slump and the Notion’s

Stagnant Comprehension Score.

Americam Educator

.10-29.

Kim, S.,& Ryoo, Y

. (2009).Korean College Students’ Vocabulary Profiles as

Predictors of English Reading and Writing Proficiency.

Multimedia-Assisted

Language Learning, 12(3)

, 93-115.

Kinsella. (2006). A High-Incidence Academic Word List.

San Francisco State

University. 8/03,

1-10.

Kurniawan, A. (2013).

External Factors That Discourage Students To Practice

Speaking in English.

Retrieved from Universitas Kristen Satya Wacana

Institutional Repository website: Repository.uksw.edu

Kwan, B.S.C. (2009). An investigation of instruction in research publishing offered in

doctoral programs: the Hong Kong case

. High Edu,

55-68.

29

Littlewood, W. (2006).

Communication Language Teaching.

Cambridge: Cambridge

University Press.

Morris, L. & Cobb, T. (2003).Vocabulary profiles as predictors of the academic

performance of Teaching English as a Second Language trainees

,

75-87.

Nation, I. (1990).

Teaching and Learning Vocabulary,

Heinle and Heinle.

Rahman, N. K. (2014).

Oral Feedback Used by English Teacher For Junior High

School Students

. Retrieved from Universitas Kristen Satya Wacana

Institutional Repository website: Repository.uksw.edu

Rivera, M.M., & Rivera, R.V. (2007).

Practical Guide to Theses and Disertation

Writing

. Philippines: KATHA Publishing, Inc.

Strauss

, P. (2012).‘The English is not the same’: challenges in theses writing for

second language speakers of English

. Teaching in Higher Education,

283-293.

Supramana, O. V. (2012).

The Use of Modal Verbs in Research Articles

. Retrieved

from Universitas Kristen Satya Wacana Institutional Repository website:

Repository.uksw.edu

Trifosa, O. (2014).

Vocabulary Profile of IC (Integrated Course) Books Used in

English Teacher Education Program of Satya Wacana Christian University

.

Retrieved from Universitas Kristen Satya Wacana Institutional Repository

website: Repository.uksw.edu

Ur, P. (2008).

Teaching Listening Comprehension.

Cambridge: Cambridge University

Press.

30

Viete, M. R (et al). (2014).

Writing a Theses in Education.

Australia: Monash

University, 2-22.

Wenkang, S. (2004).An Analysis of the Current State of English Majors' BA Theses

Writing.

the Fourth International Conference on ELT

, 1-9.

Yoon, S., Bhat, S., Zechner, K. (2012).Vocabulary Profile as a Measure of

Vocabulary Sophistication.

Canada: Association for Compulational

Linguistics

. pp. 180-189.

31

ACKNOWLEDGEMENTS

All the highest praises and gratitude is due to Allah SWT for blessing me with

time, ability and strength to finish this thesis. I am very grateful to my supervisor,

Prof. Dr. Gusti Astika, M. A. for his time, guidance, support, suggestions, and

patience in every process of finishing my thesis. I also would like to extend my

gratitude to my second reader Ibu Anne I. Timotius, M. Ed for the time reading and

marking this thesis. Thank you for Pak Hari that give me information when find out

all the theses. Thanks a lot to my beloved family, Bapak Moko Mugiyanto, Ibu

Tasminah, and my brother Amaris Bagas Cahyanto for supporting and praying for me

all the time. Firsta, Retri and Luky, thank you for your support and encouragement to

finish this thesis. The last but not least, thank you so much to my beloved boy Andy

Sinyo for your patience, support and prayer. I love you all!

32

APPENDICES

Appendix A

Negative VP of K-1

Summary:

1k Total word families:964

1k families in input: 625 (64.83%) 1k families not in input: 340 (35.27%)

Note: These percentages do not refer to tokens in text but rather number of families.

This analysis applies only to standard list items NOT any recategorized proper nouns

1k complete: Found

headwords underlined

1k head-

words found

1k head-

words not found

1. A

2. ABLE 3. ABOUT 4. ABOVE 5. ACCEPT 6. ACCORD 7. ACCOUNT

8. ACCOUNTABLE 9. ACROSS 10. ACT 11. ACTIVE 12. ACTOR 13. ACTRESS 14. ACTUAL 15. ADD 16. ADDRESS 17. ADMIT 18. ADOPT 19. ADVANCE 20. ADVANTAGE 21. ADVENTURE 22. AFFAIR 23. AFTER 24. AGAIN 25. AGAINST 26. AGE

27. AGENT 28. AGO 29. AGREE 30. AIR 31. ALL

1. A 2. ABLE 3. ABOUT 4. ABOVE 5. ACCEPT 6. ACCORD 7. ACCOUNT 8.

9.

10. ACT 11. ACTIVE 12.

13.

14. ACTUAL 15. ADD 16. ADDRESS 17. ADMIT 18. ADOPT 19. ADVANCE 20. ADVANTAGE 21. ADVENTURE 22.

23. AFTER 24. AGAIN 25.

26. AGE 27.

28.

29. AGREE 30. AIR 31. ALL

1. 2. 3. 4. 5. 6. 7.

8. ACCOUNTABLE 9. ACROSS 10.

11.

12. ACTOR 13. ACTRESS 14.

15. 16. 17. 18. 19. 20. 21.

22. AFFAIR 23.

24.

25. AGAINST 26.

27. AGENT 28. AGO 29.

30. 31.

33

32. ALLOW 33. ALMOST 34. ALONE 35. ALONG 36. ALREADY 37. ALSO 38. ALTHOUGH 39. ALWAYS 40. AMONG 41. AMOUNT 42. ANCIENT 43. AND 44. ANIMAL 45. ANOTHER 46. ANSWER 47. ANY 48. APPEAR 49. APPLY 50. APPOINT 51. ARISE 52. ARM 53. ARMY 54. AROUND 55. ARRIVE 56. ART 57. ARTICLE 58. AS 59. ASK 60. ASSOCIATE 61. AT

62. ATTACK 63. ATTEMPT 64. AVERAGE 65. AWAY 66. BACK 67. BAD 68. BALL 69. BANK 70. BAR 71. BASE 72. BATTLE 73. BE

74. BEAR 75. BEAUTY 76. BECAUSE 77. BECOME 78. BED 79. BEFORE 80. BEGIN 81. BEHIND 82. BELIEVE

32. ALLOW 33. ALMOST 34. ALONE 35. ALONG 36. ALREADY 37. ALSO 38. ALTHOUGH 39. ALWAYS 40. AMONG 41. AMOUNT 42.

43. AND 44. ANIMAL 45. ANOTHER 46. ANSWER 47. ANY 48. APPEAR 49. APPLY 50. APPOINT 51.

52. 53.

54. AROUND 55.

56. ART 57. ARTICLE 58. AS 59. ASK

60. ASSOCIATE 61. AT

62.

63. ATTEMPT 64. AVERAGE 65. AWAY 66. BACK 67. BAD 68.

69. 70.

71. BASE 72.

73. BE 74. BEAR 75.

76. BECAUSE 77. BECOME 78.

79. BEFORE 80. BEGIN 81.

82. BELIEVE

32. 33. 34. 35. 36. 37. 38. 39. 40. 41.

42. ANCIENT 43. 44. 45. 46. 47. 48. 49. 50.

51. ARISE 52. ARM 53. ARMY 54.

55. ARRIVE 56. 57. 58. 59. 60. 61.

62. ATTACK 63.

64. 65. 66. 67.

68. BALL 69. BANK 70. BAR 71.

72. BATTLE 73.

74.

75. BEAUTY 76.

77.

78. BED 79.

80.

81. BEHIND 82.

34

83. BELONG 84. BELOW 85. BENEATH 86. BESIDE 87. BEST 88. BETWEEN 89. BEYOND 90. BIG 91. BILL 92. BIRD 93. BLACK 94. BLOOD 95. BLOW 96. BLUE 97. BOARD 98. BOAT 99. BODY 100. BOOK 101. BOTH 102. BOX 103. BOY 104. BRANCH 105. BREAD 106. BREAK 107. BRIDGE 108. BRIGHT 109. BRING 110. BROAD 111. BROTHER 112. BUILD 113. BURN 114. BUSINESS 115. BUT

116. BUY 117. BY 118. CALL 119. CAN

120. CAPITAL 121. CAPTAIN 122. CAR 123. CARE 124. CARRY 125. CASE 126. CASTLE 127. CATCH 128. CAUSE 129. CENTRE 130. CERTAIN 131. CHANCE 132. CHANGE 133. CHARACTER

83. BELONG 84. BELOW 85.

86. BESIDE 87. BEST 88. BETWEEN 89. BEYOND 90. BIG 91.

92. BIRD 93.

94. BLOOD 95.

96. BLUE 97. BOARD 98.

99. BODY 100. BOOK 101. BOTH 102. BOX 103.

104.

105. BREAD 106. BREAK 107.

108.

109. BRING 110.

111. BROTHER 112. BUILD 113.

114.

115. BUT 116.

117. BY 118. CALL 119. CAN 120.

121. CAPTAIN 122.

123. CARE 124. CARRY 125. CASE 126.

127.

128. CAUSE 129. CENTRE 130. CERTAIN 131. CHANCE 132. CHANGE 133. CHARACTER

83. 84.

85. BENEATH 86.

87. 88. 89. 90.

91. BILL 92.

93. BLACK 94.

95. BLOW 96.

97.

98. BOAT 99.

100. 101. 102.

103. BOY 104. BRANCH 105.

106.

107. BRIDGE 108. BRIGHT 109.

110. BROAD 111.

112.

113. BURN 114. BUSINESS 115.

116. BUY 117.

118. 119.

120. CAPITAL 121.

122. CAR 123.

124. 125.

126. CASTLE 127. CATCH 128. 129. 130. 131. 132. 133.

35

134. CHARGE 135. CHIEF 136. CHILD 137. CHOOSE 138. CHURCH 139. CIRCLE 140. CITY 141. CLAIM 142. CLASS 143. CLEAR 144. CLOSE 145. CLOUD 146. COAL 147. COAST 148. COIN 149. COLD 150. COLLEGE 151. COLONY 152. COLOUR 153. COME 154. COMMAND 155. COMMITTEE 156. COMMON 157. COMPANY 158. COMPLETE 159. CONCERN 160. CONDITION 161. CONSIDER 162. CONTAIN 163. CONTENT 164. CONTINUE 165. CONTROL 166. CORN 167. COST 168. COTTON 169. COULD 170. COUNCIL 171. COUNT 172. COUNTRY 173. COURSE 174. COURT 175. COVER 176. CROSS 177. CROWD 178. CROWN 179. CRY 180. CURRENT 181. CUT

182. DANGER 183. DARK 184. DATE

134. CHARGE 135.

136. CHILD 137. CHOOSE 138.

139. 140.

141. CLAIM 142. CLASS 143. CLEAR 144. CLOSE 145. 146. 147. 148. 149. 150. 151.

152. COLOUR 153. COME 154. COMMAND 155.

156. COMMON 157. COMPANY 158. COMPLETE 159. CONCERN 160. CONDITION 161. CONSIDER 162. CONTAIN 163. CONTENT 164. CONTINUE 165. CONTROL 166.

167. 168.

169. COULD 170.

171. COUNT 172. COUNTRY 173. COURSE 174.

175. COVER 176.

177. 178. 179.

180. CURRENT 181. CUT 182.

183. 184.

134.

135. CHIEF 136.

137.

138. CHURCH 139. CIRCLE 140. CITY 141.

142. 143. 144.

145. CLOUD 146. COAL 147. COAST 148. COIN 149. COLD 150. COLLEGE 151. COLONY 152.

153. 154.

155. COMMITTEE 156. 157. 158. 159. 160. 161. 162. 163. 164. 165.

166. CORN 167. COST 168. COTTON 169.

170. COUNCIL 171.

172. 173.

174. COURT 175.

176. CROSS 177. CROWD 178. CROWN 179. CRY 180.

181.

182. DANGER 183. DARK 184. DATE

36

185. DAUGHTER 186. DAY

187. DEAD 188. DEAL 189. DEAR 190. DECIDE 191. DECLARE 192. DEEP

193. DEFEAT 194. DEGREE 195. DEMAND 196. DEPARTMENT 197. DEPEND 198. DESCRIBE 199. DESERT 200. DESIRE 201. DESTROY 202. DETAIL 203. DETERMINE 204. DEVELOP 205. DIE 206. DIFFERENCE 207. DIFFICULT 208. DIRECT 209. DISCOVER 210. DISTANCE 211. DISTINGUISH 212. DISTRICT 213. DIVIDE 214. DO

215. DOCTOR 216. DOG

217. DOLLAR 218. DOOR 219. DOUBT 220. DOWN 221. DRAW 222. DREAM 223. DRESS 224. DRINK 225. DRIVE 226. DROP 227. DRY 228. DUE 229. DUTY 230. EACH 231. EAR 232. EARLY 233. EARTH 234. EAST 235. EASY

185.

186. DAY 187. DEAD 188. DEAL 189.

190. DECIDE 191.

192. DEEP 193.

194. DEGREE 195. DEMAND 196. DEPARTMENT 197. DEPEND 198. DESCRIBE 199.

200. DESIRE 201.

202. DETAIL 203. DETERMINE 204. DEVELOP 205. DIE

206. DIFFERENCE 207. DIFFICULT 208. DIRECT 209. DISCOVER 210.

211. DISTINGUISH 212.

213. DIVIDE 214. DO 215.

216. DOG 217.

218.

219. DOUBT 220. DOWN 221. DRAW 222.

223.

224. DRINK 225.

226. DROP 227.

228. DUE 229.

230. EACH 231. EAR 232. EARLY 233.

234.

235. EASY

185. DAUGHTER 186.

187. 188.

189. DEAR 190.

191. DECLARE 192.

193. DEFEAT 194.

195. 196. 197. 198.

199. DESERT 200.

201. DESTROY 202. 203. 204. 205. 206. 207. 208. 209.

210. DISTANCE 211.

212. DISTRICT 213.

214.

215. DOCTOR 216.

217. DOLLAR 218. DOOR 219.

220. 221.

222. DREAM 223. DRESS 224.

225. DRIVE 226.

227. DRY 228.

229. DUTY 230.

231. 232.

233. EARTH 234. EAST 235.

37

236. EAT 237. EFFECT

238. EFFICIENT 239. EFFORT 240. EGG 241. EIGHT 242. EITHER 243. ELECT 244. ELEVEN 245. ELSE 246. EMPIRE 247. EMPLOY 248. END 249. ENEMY 250. ENGLISH 251. ENJOY 252. ENOUGH 253. ENTER 254. EQUAL 255. ESCAPE 256. EVEN 257. EVENING 258. EVENT 259. EVER 260. EVERY 261. EXAMPLE 262. EXCEPT 263. EXCHANGE 264. EXERCISE 265. EXIST 266. EXPECT 267. EXPENSE 268. EXPERIENCE 269. EXPERIMENT 270. EXPLAIN

271. EXPRESS 272. EXTEND 273. EYE 274. FACE 275. FACT

276. FACTORY 277. FAIL

278. FAIR 279. FAITH 280. FALL 281. FAMILIAR 282. FAMILY 283. FAMOUS 284. FAR 285. FARM 286. FAST

236.

237. EFFECT 238.

239. 240. 241.

242. EITHER 243.

244.

245. ELSE 246.

247. EMPLOY 248. END 249.

250. ENGLISH 251. ENJOY 252. ENOUGH 253. ENTER 254. EQUAL 255.

256. EVEN 257. EVENING 258. EVENT 259.

260. EVERY 261. EXAMPLE 262. EXCEPT 263.

264. EXERCISE 265. EXIST 266. EXPECT 267.

268. EXPERIENCE 269.

270. EXPLAIN 271. EXPRESS 272. EXTEND 273.

274. FACE 275. FACT 276.

277. FAIL 278.

279.

280. FALL 281. FAMILIAR 282.

283. FAMOUS 284. FAR 285.

286. FAST

236. EAT 237.

238. EFFICIENT 239. EFFORT 240. EGG 241. EIGHT 242.

243. ELECT 244. ELEVEN 245.

246. EMPIRE 247.

248.

249. ENEMY 250.

251. 252. 253. 254.

255. ESCAPE 256.

257. 258.

259. EVER 260.

261. 262.

263. EXCHANGE 264.

265. 266.

267. EXPENSE 268.

269. EXPERIMENT 270.

271. 272.

273. EYE 274.

275.

276. FACTORY 277.

278. FAIR 279. FAITH 280.

281.

282. FAMILY 283.

284.

285. FARM 286.

38

287. FATHER 288. FAVOUR 289. FEAR 290. FEEL 291. FELLOW 292. FEW

293. FIELD 294. FIGHT 295. FIGURE 296. FILL 297. FIND 298. FINE 299. FINISH 300. FIRE 301. FIRST 302. FISH 303. FIT 304. FIVE 305. FIX 306. FLOOR 307. FLOW 308. FLOWER 309. FLY 310. FOLLOW 311. FOOD 312. FOR 313. FORCE 314. FOREIGN 315. FOREST 316. FORGET 317. FORM 318. FORMER 319. FORTH 320. FORTUNE 321. FOUR 322. FREE 323. FRESH 324. FRIDAY 325. FRIEND 326. FROM 327. FRONT 328. FULL 329. FURNISH 330. FUTURE 331. GAIN 332. GAME 333. GARDEN 334. GAS 335. GATE 336. GATHER 337. GENERAL

287. FATHER 288.

289.

290. FEEL 291.

292. FEW 293. FIELD 294.

295. FIGURE 296. FILL 297. FIND 298. FINE 299. FINISH 300.

301. FIRST 302. FISH 303. FIT 304. FIVE 305. FIX 306. FLOOR 307.

308.

309. FLY 310. FOLLOW 311. FOOD 312. FOR 313. FORCE 314. FOREIGN 315.

316.

317. FORM 318.

319.

320. FORTUNE 321. FOUR 322. FREE 323.

324.

325. FRIEND 326. FROM 327. FRONT 328. FULL 329. FURNISH 330. FUTURE 331. GAIN 332. GAME 333.

334.

335. GATE 336. GATHER 337. GENERAL

287.

288. FAVOUR 289. FEAR 290.

291. FELLOW 292.

293.

294. FIGHT 295.

296. 297. 298. 299.

300. FIRE 301. 302. 303. 304. 305. 306.

307. FLOW 308. FLOWER 309. 310. 311. 312. 313. 314.

315. FOREST 316. FORGET 317.

318. FORMER 319. FORTH 320.

321. 322.

323. FRESH 324. FRIDAY 325. 326. 327. 328. 329. 330. 331. 332.

333. GARDEN 334. GAS 335.

336. 337.

39

338. GENTLE 339. GET

340. GIFT 341. GIRL 342. GIVE 343. GLAD 344. GLASS 345. GO

346. GOD 347. GOLD 348. GOOD 349. GREAT 350. GREEN 351. GROUND 352. GROUP 353. GROW 354. HALF 355. HAND 356. HANG 357. HAPPEN 358. HAPPY 359. HARD 360. HARDLY 361. HAVE 362. HE 363. HEAD 364. HEAR 365. HEART 366. HEAT 367. HEAVEN 368. HEAVY 369. HELP 370. HERE 371. HIGH 372. HILL 373. HISTORY 374. HOLD 375. HOME 376. HONOUR 377. HOPE 378. HORSE 379. HOT 380. HOUR 381. HOUSE 382. HOW 383. HOWEVER 384. HUMAN 385. HUNDRED 386. HUSBAND 387. IDEA

388. IF

338.

339. GET 340.

341.

342. GIVE 343.

344.

345. GO 346. GOD 347.

348. GOOD 349. GREAT 350.

351. GROUND 352. GROUP 353. GROW 354.

355. HAND 356.

357. HAPPEN 358. HAPPY 359. HARD 360.

361. HAVE 362. HE 363. HEAD 364. HEAR 365.

366. HEAT 367. HEAVEN 368. HEAVY 369. HELP 370. HERE 371. HIGH 372.

373. HISTORY 374.

375. HOME 376.

377. HOPE 378.

379.

380. HOUR 381.

382. HOW 383. HOWEVER 384.

385. 386.

387. IDEA 388. IF

338. GENTLE 339.

340. GIFT 341. GIRL 342.

343. GLAD 344. GLASS 345.

346.

347. GOLD 348.

349.

350. GREEN 351.

352. 353.

354. HALF 355.

356. HANG 357.

358. 359.

360. HARDLY 361.

362. 363. 364.

365. HEART 366. 367. 368. 369. 370. 371.

372. HILL 373.

374. HOLD 375.

376. HONOUR 377.

378. HORSE 379. HOT 380.

381. HOUSE 382.

383.

384. HUMAN 385. HUNDRED 386. HUSBAND 387.

40

389. ILL 390. IMPORTANT 391. IN

392. INCH 393. INCLUDE 394. INCREASE 395. INDEED 396. INDEPENDENT 397. INDUSTRY 398. INFLUENCE 399. INSTEAD 400. INTEREST 401. INTO 402. INTRODUCE 403. IRON 404. IT 405. JOIN 406. JOINT 407. JOINTED 408. JOY 409. JUDGE 410. JUST

411. JUSTICE 412. KEEP

413. KILL 414. KIND 415. KING 416. KNOW 417. LACK 418. LADY 419. LAKE 420. LAND 421. LANGUAGE 422. LARGE 423. LAST 424. LATE 425. LATTER 426. LAUGH 427. LAUGHTER 428. LAW 429. LAY 430. LEAD 431. LEARN 432. LEAVE 433. LEFT 434. LENGTH 435. LESS 436. LET

437. LETTER 438. LEVEL 439. LIBRARY

389.

390. IMPORTANT 391. IN

392.

393. INCLUDE 394. INCREASE 395.

396. INDEPENDENT 397.

398. INFLUENCE 399. INSTEAD 400. INTEREST 401. INTO 402. INTRODUCE 403.

404. IT 405. JOIN 406.

407. JOINTED 408.

409. JUDGE 410. JUST 411.

412. KEEP 413.

414. KIND 415. KING 416. KNOW 417. LACK 418.

419.

420. LAND 421. LANGUAGE 422. LARGE 423. LAST 424. LATE 425.

426. LAUGH 427. LAUGHTER 428.

429.

430. LEAD 431. LEARN 432.

433. LEFT 434. LENGTH 435. LESS 436. LET 437.

438. LEVEL 439. LIBRARY

389. ILL 390.

391.

392. INCH 393.

394.

395. INDEED 396.

397. INDUSTRY 398.

399. 400. 401. 402.

403. IRON 404.

405.

406. JOINT 407.

408. JOY 409.

410.

411. JUSTICE 412.

413. KILL 414.

415. 416. 417.

418. LADY 419. LAKE 420.

421. 422. 423. 424.

425. LATTER 426.

427.

428. LAW 429. LAY 430.

431.

432. LEAVE 433.

434. 435. 436.

437. LETTER 438.

41

440. LIE 441. LIFE 442. LIFT 443. LIGHT 444. LIKE 445. LIKELY 446. LIMIT 447. LINE 448. LIP 449. LISTEN 450. LITERATURE 451. LITTLE 452. LIVE 453. LOCAL 454. LONG 455. LOOK 456. LORD 457. LOSE 458. LOSS 459. LOVE 460. LOW

461. MACHINE 462. MAIN

463. MAKE 464. MAN 465. MANNER

466. MANUFACTURE 467. MANY

468. MARK 469. MARKET 470. MARRY 471. MASS 472. MASTER 473. MATERIAL 474. MATTER 475. MAYBE 476. MEAN

477. MEASURE 478. MEET

479. MEMBER 480. MEMORY 481. MENTION 482. MERE 483. METAL 484. MIDDLE 485. MIGHT 486. MILE 487. MILK 488. MILLION 489. MIND

490. MINER

440. LIE 441. LIFE 442.

443. LIGHT 444. LIKE 445. LIKELY 446. LIMIT 447. LINE 448.

449. LISTEN 450. LITERATURE 451. LITTLE 452. LIVE 453. LOCAL 454. LONG 455. LOOK 456.

457. LOSE 458. LOSS 459. LOVE 460. LOW 461.

462. MAIN 463. MAKE 464.

465. MANNER 466.

467. MANY 468. MARK 469. MARKET 470.

471.

472. MASTER 473. MATERIAL 474.

475. MAYBE 476. MEAN 477.

478. MEET 479. MEMBER 480.

481. MENTION 482. MERE 483.

484. MIDDLE 485. MIGHT 486.

487. 488.

489. MIND 490.

440. 441.

442. LIFT 443.

444. 445. 446. 447.

448. LIP 449. 450. 451. 452. 453. 454. 455.

456. LORD 457.

458. 459. 460.

461. MACHINE 462.

463.

464. MAN 465.

466. MANUFACTURE 467.

468. 469.

470. MARRY 471. MASS 472.

473.

474. MATTER 475.

476.

477. MEASURE 478.

479.

480. MEMORY 481.

482.

483. METAL 484.

485.

486. MILE 487. MILK 488. MILLION 489.

42

491. MINISTER 492. MINUTE 493. MISS 494. MISTER 495. MODERN 496. MOMENT 497. MONDAY 498. MONEY 499. MONTH 500. MOON 501. MORAL 502. MORE 503. MOREOVER 504. MORNING 505. MOST

506. MOTHER 507. MOTOR 508. MOUNTAIN 509. MOUTH 510. MOVE 511. MRS 512. MUCH 513. MUSIC 514. MUST 515. NAME 516. NATION 517. NATIVE 518. NATURE 519. NEAR 520. NECESSARY 521. NECESSITY 522. NEED 523. NEIGHBOUR 524. NEITHER 525. NEVER 526. NEW 527. NEWS 528. NEWSPAPER 529. NEXT 530. NIGHT 531. NINE 532. NO

533. NOBLE 534. NONE 535. NOR 536. NORTH 537. NOT 538. NOTE 539. NOTICE 540. NOW 541. NUMBER 491.

492. MINUTE 493. MISS 494.

495. MODERN 496.

497.

498. MONEY 499. MONTH 500.

501.

502. MORE 503. MOREOVER 504.

505. MOST 506. MOTHER 507.

508. MOUNTAIN 509.

510. MOVE 511.

512. MUCH 513.

514. MUST 515. NAME 516. NATION 517. NATIVE 518. NATURE 519. NEAR 520. NECESSARY 521. NECESSITY 522. NEED 523. NEIGHBOUR 524.

525. NEVER 526. NEW 527.

528. NEWSPAPER 529. NEXT 530. NIGHT 531. NINE 532. NO 533.

534. 535. 536.

537. NOT 538. NOTE 539. NOTICE 540. NOW 541. NUMBER

491. MINISTER 492.

493.

494. MISTER 495.

496. MOMENT 497. MONDAY 498.

499.

500. MOON 501. MORAL 502.

503.

504. MORNING 505.

506.

507. MOTOR 508.

509. MOUTH 510.

511. MRS 512.

513. MUSIC 514. 515. 516. 517. 518. 519. 520. 521. 522. 523.

524. NEITHER 525.

526.

527. NEWS 528.

529. 530. 531. 532.

533. NOBLE 534. NONE 535. NOR 536. NORTH 537.

538. 539. 540. 541.

43

542. NUMERICAL 543. NUMEROUS 544. OBJECT 545. OBSERVE 546. OCCASION 547. OF 548. OFF 549. OFFER 550. OFFICE 551. OFFICIAL 552. OFTEN 553. OH 554. OIL 555. OLD 556. ON 557. ONCE 558. ONE 559. ONLY 560. OPEN

561. OPERATE 562. OPINION 563. OPPORTUNITY 564. OR

565. ORDER

566. ORDINARY 567. ORGANIZE 568. OTHER

569. OTHERWISE 570. OUGHT

571. OUT 572. OVER 573. OWE 574. OWN 575. PAGE 576. PAINT 577. PAPER 578. PART 579. PARTICULAR 580. PARTY 581. PASS 582. PAST 583. PAY 584. PEACE 585. PEOPLE 586. PER 587. PERHAPS 588. PERMIT 589. PERSON 590. PICTURE 591. PIECE 592. PLACE 542. 543.

544. OBJECT 545. OBSERVE 546. OCCASION 547. OF

548. OFF 549. OFFER 550. OFFICE 551. OFFICIAL 552. OFTEN 553. OH 554.

555. OLD 556. ON 557. ONCE 558. ONE 559. ONLY 560. OPEN 561.

562. OPINION 563. OPPORTUNITY 564. OR

565. ORDER 566.

567. ORGANIZE 568. OTHER 569.

570. OUGHT 571. OUT 572. OVER 573.

574. OWN 575. PAGE 576. PAINT 577. PAPER 578. PART

579. PARTICULAR 580.

581. PASS 582. PAST 583. PAY 584.

585. PEOPLE 586. PER 587. PERHAPS 588. PERMIT 589. PERSON 590. PICTURE 591. PIECE 592. PLACE

542. NUMERICAL 543. NUMEROUS 544. 545. 546. 547. 548. 549. 550. 551. 552. 553.

554. OIL 555. 556. 557. 558. 559. 560.

561. OPERATE 562.

563. 564. 565.

566. ORDINARY 567.

568.

569. OTHERWISE 570.

571. 572.

573. OWE 574. 575. 576. 577. 578. 579.

580. PARTY 581.

582. 583.

584. PEACE 585. 586. 587. 588. 589. 590. 591. 592.

44

593. PLAIN 594. PLAN 595. PLANT 596. PLAY 597. PLEASE 598. POINT 599. POLITICAL 600. POOR 601. POPULAR

602. POPULATION 603. POSITION 604. POSSESS 605. POSSIBLE 606. POST 607. POUND 608. POVERTY 609. POWER 610. PREPARE 611. PRESENT 612. PRESIDENT 613. PRESS 614. PRESSURE 615. PRETTY 616. PREVENT 617. PRICE 618. PRIVATE 619. PROBLEM 620. PRODUCE 621. PRODUCT 622. PROFIT 623. PROGRESS 624. PROMISE 625. PROOF 626. PROPER 627. PROPERTY 628. PROPOSE 629. PROTECT 630. PROVE 631. PROVIDE 632. PROVISION 633. PUBLIC 634. PULL 635. PURPOSE 636. PUT 637. QUALITY 638. QUANTITY 639. QUARTER 640. QUEEN 641. QUESTION 642. QUITE 643. RACE

593.

594. PLAN 595. PLANT 596. PLAY 597. PLEASE 598. POINT 599. POLITICAL 600. POOR 601. POPULAR 602.

603. POSITION 604.

605. POSSIBLE 606.

607. 608.

609. POWER 610. PREPARE 611. PRESENT 612.

613.

614. PRESSURE 615. PRETTY 616.

617.

618. PRIVATE 619. PROBLEM 620. PRODUCE 621. PRODUCT 622.

623.

624. PROMISE 625.

626. PROPER 627.

628. PROPOSE 629.

630. PROVE 631. PROVIDE 632.

633. PUBLIC 634. PULL 635. PURPOSE 636. PUT 637. QUALITY 638. QUANTITY 639.

640.

641. QUESTION 642. QUITE 643.

593. PLAIN 594. 595. 596. 597. 598. 599. 600. 601.

602. POPULATION 603.

604. POSSESS 605.

606. POST 607. POUND 608. POVERTY 609.

610. 611.

612. PRESIDENT 613. PRESS 614.

615.

616. PREVENT 617. PRICE 618.

619. 620. 621.

622. PROFIT 623. PROGRESS 624.

625. PROOF 626.

627. PROPERTY 628.

629. PROTECT 630.

631.

632. PROVISION 633. 634. 635. 636. 637. 638.

639. QUARTER 640. QUEEN 641.

642.

45

644. RAISE 645. RANK 646. RATE 647. RATHER 648. REACH 649. READ 650. READY 651. REAL 652. REALISE 653. REASON 654. RECEIPT 655. RECEIVE 656. RECENT 657. RECOGNIZE 658. RECORD 659. RED 660. REDUCE 661. REFUSE 662. REGARD 663. RELATION 664. RELATIVE 665. RELIGION 666. REMAIN 667. REMARK 668. REMEMBER 669. REPLY 670. REPORT

671. REPRESENT 672. REPUBLIC 673. RESERVE 674. RESPECT 675. REST 676. RESULT 677. RETURN 678. RICH 679. RIDE 680. RIGHT 681. RING 682. RISE 683. RIVER 684. ROAD 685. ROCK 686. ROLL 687. ROOM 688. ROUGH 689. ROUND 690. ROYAL 691. RULE 692. RUN 693. SAFE 694. SAIL

644. RAISE 645.

646. RATE 647. RATHER 648. REACH 649. READ 650. READY 651. REAL 652. REALISE 653. REASON 654.

655. RECEIVE 656. RECENT 657. RECOGNIZE 658. RECORD 659.

660. REDUCE 661.

662. REGARD 663. RELATION 664. RELATIVE 665.

666. REMAIN 667.

668. REMEMBER 669.

670. REPORT 671.

672. 673.

674. RESPECT 675. REST 676. RESULT 677.

678. 679.

680. RIGHT 681.

682. RISE 683.

684. ROAD 685.

686.

687. ROOM 688.

689. 690.

691. RULE 692.

693.

694. SAIL

644.

645. RANK 646. 647. 648. 649. 650. 651. 652. 653.

654. RECEIPT 655.

656. 657. 658.

659. RED 660.

661. REFUSE 662.

663. 664.

665. RELIGION 666.

667. REMARK 668.

669. REPLY 670.

671. REPRESENT 672. REPUBLIC 673. RESERVE 674.

675. 676.

677. RETURN 678. RICH 679. RIDE 680.

681. RING 682.

683. RIVER 684.

685. ROCK 686. ROLL 687.

688. ROUGH 689. ROUND 690. ROYAL 691.

692. RUN 693. SAFE 694.

109

190. manner 1 191. maximal 1 192. maybe 1 193. message 1 194. mind 1 195. mix 1 196. much 1 197. mumble 1 198. necessary 1 199. nese 1 200. nonnative 1 201. occasion 1 202. occured 1 203. petik 1 204. phenomenon 1 205. please 1 206. politic 1 207. probable 1 208. prove 1 209. psychology 1 210. public 1 211. purposed 1 212. quantity 1 213. raise 1 214. react 1 215. receive 1 216. recourse 1 217. reduce 1 218. reflect 1 219. respond 1 220. rest 1 221. revert 1 222. risk 1 223. saat 1

192. prepare 4 193. programme 4 194. record 4 195. require 4 196. response 4 197. states 4 198. thus 4 199. tool 4

200. transcribe 4 201. above 3 202. apply 3 203. aspect 3 204. build 3 205. choose 3 206. collect 3 207. consider 3 208. contribute 3 209. deliver 3 210. divide 3 211. explain 3 212. few 3 213. foreign 3 214. into 3 215. junior 3 216. last 3 217. less 3 218. look 3 219. meaning 3 220. offer 3 221. once 3 222. present 3 223. regard 3 224. second 3 225. seem 3

188. engage 1 189. enhance 1 190. ensure 1 191. enter 1 192. equal 1 193. eradicate 1 194. establish 1 195. etcand 1 196. evening 1 197. exact 1 198. examine 1 199. exceed 1 200. except 1 201. exist 1 202. exit 1 203. extend 1 204. facilities: 1 205. fact 1

206. far 1 207. fatigue 1 208. february 1 209. followings 1 210. forward 1 211. framework 1 212. full 1 213. goal 1 214. great 1 215. grow 1 216. guide 1 217. hard 1 218. heat 1 219. hesitate 1 220. highlight 1 221. holiday 1

190. maintain 1 191. member 6 192. mentioned: 1 193. mere 1

194. method 3 195. mobile 1 196. model 1 197. modify 1 198. monitor 1 199. morale 2 200. mould 1

201. multimedia 13 202. must 1

203. mutual 12 204. neighbour 3 205. ners 1

206. nevertheless 1 207. objective 1 208. off 1

209. office 1 210. oh 1 211. old 3 212. optimal 3 213. organize 1 214. overall 2 215. paint 1 216. paper 1

217. participants’ 1 218. parts: 1

219. past 2 220. peer 12 221. per 1 222. perhaps 3 223. personality 1

110

224. science 1 225. scope 1 226. shake 1 227. six 1 228. sleep 1 229. social 1 230. solution 1 231. sum 1 232. tanda 1 233. tang 1

234. teachertalk 1 235. technical 1 236. tell 1 237. theme 1 238. though 1 239. tidak 1 240. today 1 241. university 1 242. verbatim 1 243. wait 1 244. warn 1 245. whereas 1 246. whole 1 247. wide 1 248. wrong 1 249. yin 1

226. since 3 227. such 3 228. therefore 3 229. value 3 230. while 3 231. without 3 232. work 3 233. would 3 234. afraid 2 235. aim 2 236. although 2 237. always 2 238. behaviour 2 239. below 2 240. book 2 241. case 2 242. cause 2 243. contain 2 244. context 2 245. converse 2 246. decide 2 247. define 2 248. door 2 249. draw 2 250. effect 2 251. even 2 252. excerpt 2 253. figure 2 254. finish 2 255. further 2 256. help 2 257. late 2 258. lesson 2 259. literature 2

222. home 1 223. honest 1 224. hour 1 225. ideal 1

226. idiosyncratic 1 227. im 1

228. impede 1 229. individual’ 1 230. indonesia 1 231. inoperative 1 232. institute 1 233. interviews’ 1 234. intimate 1 235. involve 1 236. i’ 1

237. january 1 238. je 1

239. kindergarten 1 240. lunch 1

241. maintain 1 242. mentioned: 1 243. mere 1

244. mobile 1 245. model 1 246. modify 1 247. monitor 1 248. mould 1 249. must 1 250. ners 1

251. nevertheless 1 252. objective 1 253. off 1

254. office 1 255. oh 1

224. perspective 1 225. physical 3 226. physiological 1 227. pilot 2

228. plan 1 229. pm 1 230. poor 1 231. practical 1 232. practicum 2 233. pressure 2 234. pretty 1 235. primary 2 236. print 2 237. private 1 238. prompt 1 239. quality 11 240. rate 1 241. rather 5 242. reach 1 243. ready 1 244. really 3 245. recall 1 246. recent 1 247. relative 1 248. relevant 1 249. resource 3 250. respect 6 251. responsible 1 252. sample 1 253. satisfy 1 254. says: 2 255. score 3 256. screen 1 257. search 2

111

260. live 2 261. low 2 262. many 2 263. maximise 2 264. moreover 2 265. nature 2 266. new 2 267. next 2 268. over 2 269. part 2

270. particular 2 271. people 2 272. positive 2 273. potential 2 274. previous 2 275. purpose 2 276. put 2

277. qualitative 2 278. real 2

279. recognize 2 280. regular 2 281. review 2 282. schedule 2 283. see 2 284. set 2 285. situate 2 286. structure 2 287. subject 2 288. thing 2 289. too 2 290. toward 2 291. up 2 292. very 2 293. word 2

256. organize 1 257. paint 1 258. paper 1

259. participants’ 1 260. parts: 1

261. per 1

262. personality 1 263. perspective 1 264. physiological 1 265. plan 1

266. pm 1 267. poor 1 268. practical 1 269. pretty 1 270. private 1 271. prompt 1 272. rate 1 273. reach 1 274. ready 1 275. recall 1 276. recent 1 277. relative 1 278. relevant 1 279. responsible 1 280. sample 1 281. satisfy 1 282. screen 1 283. sick 1 284. single 1 285. skylight 1 286. special 1 287. specify 1 288. spend 1 289. states: 1

258. self 2 259. share 3 260. sick 1 261. single 1 262. size 30 263. size: 2 264. skylight 1 265. small 9

266. sophisticated 2 267. space 9

268. special 1 269. specific 7 270. specify 1 271. spend 1 272. staff 3 273. start 5 274. states: 1

275. stimulaterecalled 2

276. story 2 277. strange 1 278. strategy 1 279. students’ 9 280. stuffy 1 281. style 17 282. sub 1 283. suggest 1 284. suit 1 285. summary 1 286. sustain 2 287. symbol 1 288. system 1 289. table 3 290. tailor 1

112

294. year 2 295. actual 1 296. adapt 1 297. analogy 1 298. anticipate 1 299. attend 1 300. available 1 301. back 1 302. bad 1 303. believe 1 304. benefit 1 305. beside 1 306. break 1 307. bring 1 308. call 1 309. care 1 310. certain 1 311. change 1 312. common 1 313. complete 1 314. confuse 1 315. continue 1 316. culture 1 317. depend 1 318. describe 1 319. despite 1 320. direction 1 321. either 1 322. etc 1 323. event 1 324. evidence 1 325. function 1 326. gain 1 327. gather 1

290. strange 1 291. strategy 1 292. stuffy 1 293. sub 1 294. suggest 1 295. suit 1 296. summary 1 297. symbol 1 298. system 1 299. tailor 1 300. taken: 1 301. teachers’ 1 302. telephone 1 303. that: 1 304. thereby 1 305. time: 1 306. toolsword 1 307.

toolswordprocessing 1 308. town 1

309. transfer 1 310. trust 1 311. two: 1 312. type 1

313. unchallenging 1 314. unique 1

315. various 1 316. vary 1 317. wall 1 318. wasn’ 1 319. water 1 320. white 1 321. window 1 322. witness 1

291. taken: 1

292. teacherstudents 2 293. teachers’ 1

294. telephone 1 295. tense 4 296. that: 1 297. thereby 1 298. time: 1 299. toolsword 1 300.

toolswordprocessing 1 301. town 1

302. transcript 3 303. transfer 1 304. trust 1 305. two: 1 306. type 1

307. unchallenging 1 308. under 2

309. unique 1 310. various 1 311. vary 1 312. ventilate 4 313. video 10 314. wall 1 315. wasn’ 1 316. watch 2 317. water 1 318. white 1 319. window 1 320. witness 1 321. yield 1 322. young 5

113

328. grammar 1 329. hand 1 330. history 1 331. idea 1

332. importance 1 333. instrument 1 334. introduce 1 335. laugh 1 336. life 1 337. little 1 338. local 1 339. lot 1 340. main 1 341. manage 1 342. mean 1 343. meet 1 344. minute 1 345. normal 1 346. observe 1 347. often 1 348. okay 1 349. oral 1 350. outline 1 351. own 1 352. presence 1 353. proceed 1 354. proper 1 355. quote 1 356. read 1 357. reveal 1 358. right 1 359. seek 1 360. select 1 361. seven 1

114

362. several 1 363. shy 1 364. similar 1 365. stage 1 366. stand 1 367. target 1 368. task 1 369. test 1 370. three 1 371. through 1 372. usual 1 373. variety 1 374. whether 1 375. write 1